Research in U.S.‐based strategies for education abroad and international student experiences

2020 ◽  
Vol 2020 (192) ◽  
pp. 63-71
Author(s):  
Elizabeth K. Liebschutz‐Roettger
Keyword(s):  
International Student ◽  
Student Experiences ◽  
Education Abroad

scholarly journals “Education Abroad” for International Student Advisors: What is the impact on their professional development?

2019 ◽  
Vol 9 (1) ◽  
pp. 306-319 ◽  
Author(s):  
Wei Liu
Keyword(s):  
Professional Development ◽  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Development Program ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Education Professionals ◽  
Staff Members ◽  
The Impact

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.

scholarly journals Digital Journeys: A Perspective on Understanding the Digital Experiences of International Students

2017 ◽  
Vol 7 (2) ◽  
pp. 347-466 ◽  
Author(s):  
Shanton Chang ◽  
Catherine Gomes
Keyword(s):  
International Students ◽  
Information Seeking ◽  
International Student ◽  
Student Experiences ◽  
Information Seeking Behavior ◽  
Online Behavior ◽  
New Host ◽  
Present Information ◽  
Seeking Behavior ◽  
Conceptual Paper

The authors in this conceptual paper draw on the literature on information seeking behavior, social media use, and international student experiences to propose Digital Journeys as a framework which helps us understand the online behavior of international students. Here we theorize that the Digital Journey is the transition that individuals make online from relying on one digital bundle of information sources to a new bundle. This “new” digital bundle possibly can base in the new host country or internationally. We furthermore suggest that Digital Journeys is not only an under investigated phenomenon but a thoroughly necessary space to examine in order to improve the ways in which we present information to international students.

scholarly journals “Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education

2015 ◽  
Vol 44 (3) ◽  
pp. 155-181 ◽  
Author(s):  
Yajing Chen ◽  
Heidi Ross
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
International Student ◽  
Participant Observation ◽  
Chinese Student ◽  
Information Support ◽  
Student Experiences ◽  
University Administrators ◽  
Crucial Information ◽  
Chinese International Student

This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often invisible to university administrators, faculty, and peers.

scholarly journals "You Can't Be Outside Without Being Part of the Culture": Recommendations for Using Outdoor Recreation to Support International Student Transitions

2019 ◽  
Vol 11 (Fall) ◽  
pp. 37-43
Author(s):  
Michelle K Brunette
Keyword(s):  
International Students ◽  
Outdoor Recreation ◽  
International Student ◽  
Cultural Exchange ◽  
Well Being ◽  
Cross Cultural ◽  
Student Experiences ◽  
Physical And Mental Health ◽  
Physical Challenges ◽  
Recreation Benefits

International students can face linguistic, social, mental and physical challenges (Zhang and Zhou 2010). The findings of a sequential qualitative dominant mixed methodology study, including a survey and three-stage guided walk interviews, position the unique benefits of outdoor recreation as a tool to support cross-cultural transitions. Outdoor recreation benefits include physical and mental health well-being, reduced anxiety, increased social participation, and cultural exchange (Stodolska 2015; Weng and Chiang 2014). To guide universities in stimulating positive international student experiences in the outdoors, the researchers offer recommendations for the integration of outdoor recreation in six phases: (a) recruitment, (b) preparation, (c) orientation, (d) planning, (e) delivery, and (f) evaluation.

International Student Voices and the VLE

2020 ◽  
Vol 10 (3) ◽  
pp. 16-27
Author(s):  
Claire Hiscock
Keyword(s):  
International Student ◽  
Online Courses ◽  
Data Gathering ◽  
Academic Departments ◽  
Student Experiences ◽  
Digital Learning ◽  
Ongoing Research ◽  
Digital Platforms ◽  
Learner Participation ◽  
Learning Platforms

This article outlines the results of an ongoing research project into student experiences of virtual learning platforms. The project is driven by low engagement with online courses and a perceived lack of enthusiasm for Moodle. The author hopes to develop working practices to be used across departments that put students at the centre of designing the VLE spaces they are required to use. Underlying this project is the conviction that “if we want to enhance online learning, we need to enhance online learner participation,” as said by Hrastinski. This stage of data gathering included Photovoice to create screen recordings or visual representations of the students' digital learning journey, focus groups with international students and interviews with experts in digital learning. The article investigates students views and experiences of engaging with VLEs and concludes that if these digital platforms are to be of greater relevance to academic departments than mere PDF dumping grounds, then student participation in their design is essential.

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